The lesson is specific the new Edexcel GCSE and part of topic 5. The lesson starts by engaging the students in what it means to be healthy before to learning outcomes are discussed. The lesson moves to look at the WHO definition of help with memory trigger pictures to help students make associations. After this a graph is interpreted that helps establish the correlation between wealth and health, there are questions to guide thinking and HOTS questions to stretch able students. Definitions of communicable and non-communicable disease are reviewed with students before a work sheet and a further HOTS questions stretch learning and demonstrate understanding the lesson concludes with an exam question and model answer.

The lesson starts with a series of questions to illicit prior understanding of the students. There is then an explanation of gravity and the calculations extensively modelled. After that the students get an opportunity to select from a series of tasks and opt to work, this is outcome differentiated via gold, silver, bronze tasks. The students then complete a hinge point question (AFL) that directs them to 1 of 3 differentiated tasks, there is a purple (high order thinking) task available for the students to move onto once their tasks are completed. The lesson concludes with an exit ticket and a rag of LO.

The lesson requires microscopes and slides, it focuses on identify key organelles in prokaryote cells. There is a differentiated activity to help the students build ideas, this focuses on the dangers as well as key organelles in bacteria. This is followed by a new spec exam question. There is an exit ticket at the end.

The lesson start with a puzzle of lateral thinking for the students. It then goes on to model more complex SDT problems than lesson 3 involving unit conversions. As the students start to understand they move on to the bronze, silver, gold, purple activities with in the 20 minutes. The learning is then demonstrated by calculating their own Speed before the lesson concludes with a true or false exit ticket.

The lesson requires microscopes and slides, it focuses on making comparisons between plant and animal cells and assesses this in a 6 mark question, this is to be self-assessed with and mark scheme (foundation and higher lessons attached as a formative feedback activity. The lesson concludes with an exit ticket. With in the download there is a information sheet on plant, animal and prokaryote cells and a differentiated exam question with the mark schemes on the back to encourage resilience for the students and modelling success.

The lesson looks to compare western and third world diets. At the same time as learning some of the foods and problems of diet the students learn lab skills.

This is a whole lesson including tasks and presentation. Over arching concepts in biology. The lesson is part of a series of lessons that cover topic one of the module. There is a focus on a creature called Demodex, a parasite that lives in 17% of the populations skin pores. The lesson stresses the differences an advantages and disadvantages of light vs electron microscopes. The lesson features a hinge question to determine students ability which leads into a Cloze activity for lower ability students or an open ended research task for the higher ability.

The lesson starts with a simple assessment of students understanding of the concept of speed. The lesson then poses a GCSE question to challenge students before two different opportunities for the teacher to model how to calculate SDT. To assess the students learning I have embedded a hinge point question, this will redirect learning to the most appropriate task, e.g. gold, silver, bronze or the Purple extension. The lesson gives the student the opportunity to show of their new learning with a GCSE question before the lesson is concluded with an exit ticket.

The lesson starts with a presentation focus to ensure the students show pride in their work. It then moves in to introduce the main cells of the lesson: cilliated epithelial, sperm and egg. After a brief introduction to these there is a ten minute Kagan activity where students can gather information about the cell before sharing with their group. This rolls into a true or false hinge point question to direct learning via differentiated association squares. The learners solidify their understanding with a Cloze activity before finishing with an exit ticket.

The resource includes the learning outcomes with RAG code for confidence and an exit ticket tracker for recording the exit ticket scores at the end of the lesson. There are two knowledge organisers both with differentiated questions on the back.

The lesson starts by assessing baseline knowledge by reviewing the meaning of energy. There is then a card sort which involves associating the energy with pictures to act as a memory prompt. There is a short video to push the students to identify forces and reviewing their knowledge. The lesson has an AFL task embedded in it to direct learning, this leads to 3 different task, two on the attached KO and one Cloze activity. The lesson concludes with an exit ticket.

This lesson is designed to bring the fun back into a potentially dry subject. The lesson uses worms (sweets) to demonstrate how harmful and beneficial mutations alter the chances of reproduction. The lesson includes several thinking for learning activities. The lesson starts with a key word match up and finishes with an exit ticket to conclude learning.

This is a whole lesson with tasks and presentation. The lesson looks at a difficult and new concept the three domains of life. This lesson utilises teacher led learning and video based learning to cover the preferences of the student. The learning is assessed with a hinge point question into a differentiated task. The lessons concludes with an exit ticket.

The lesson is a well constructed and differentiated lesson intended for the new Edexcel 9-1 GCSE. The lesson starts with a comparison between apes, humans and pre-humans before introducing the idea of fossilisation. There are then a couple of videos showing great apes acting in a human fashion. Students then complete a research task making a time line of human evolution. Learning is assessed before there are two differentiated worksheets to best cater for the level of need. The lesson concludes with a GCSE exam question.

Revision timetable and resource bank. To use: print and give to the students, put it up in the lab, send it home to parents or publish as an electric copy. QR codes and hyperlinked topic titles take the students to a revision resource (mostly BBC Bitesize), on most days there is a key diagram and a selection of subtopics to revise. This resource is designed to chunk the challenge of revision, giving students two months to revise every topic required for the mock exam that Edexcel are using to calibrate results. The calendar starts on the first of March and goes up until two days before the first exam. Revising is a vital skill that many teachers neglect to teach their pupils. Most students struggle to plan their revision and rely on pre-exam cramming, as these students will not sit their final exam this year we need to ensure we help them retain the information. Spreading it out like this makes it an achievable challenge and will help them with long-term retention.

Very big lesson (I ran it over two hour with year 10). The lesson start but looking at the definition of a parasite via a couple of videos. There is then a hinge point question that leads into a mini SOLO task. This is followed by an exam question and model answer to discus the marks and key points. The task then turns to mutualist looking at the species that are recommended on the exam spec. The lesson finishes with an exam q.

Review of lesson 1-8 the whole of Topic 5 with targeted revision. The lesson starts with the exit test followed by a targeted revision session for reviewing areas of weakness. There are work-sheets specific to each learning outcome.

Over arching concepts in biology. The lesson is part of a series of lessons that cover topic one of the new GCSE (to be sat in 2017). This is the assessment and tracking pack for topic one 'overarching concepts in biology' 1. Short answer recall test for lesson 1-7, then a revision session before a re-test of similar questions. 2. There is an end of lessons 1-7, 20 mark exam style paper 3. mark scheme for short answer test lesson 1-7 4. Foundation 60 mark exam on the content taught (lessons 1-16) 5. mark scheme for the foundation paper 6. Higher 60 mark paper (lessons 1-16) 7. mark scheme for the higher paper 8. Tracker sticker for topic one 9. Exit ticket tracker 10. knowledge organizer for topic one

The resource is a spreadsheet containing topic CB1- CB9 quick quiz questions. There are 550 questions, use the drop down to select for topics. This is a resource to promote the recall of knowledge for the new tough linear exam. I use this when planning for starters and plenaries. If you think of any other innovative ways to use please let me know.

Overarching concepts in biology. The lesson requires microscopes and slides, it focuses on identify the difference between prokaryotes and Eukaryotes. The AFL component is a 10 mark hinge question this lead to a differentiated outcome depending on the score. There is an exit ticket at the end. Lesson allows student to be independent but at the same time provides structure and fits the students needs.